Objectives: Materials• Say, “The five skills of Emotional Intelligence are Self-Awareness,...

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Emotional Intelligence - Self AwarenessGRADE 9, LESSON 10

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CharacterDare(5-7 minutes)

Exit Intentionally(1 minute)

Objectives:• Students will reflect on their own

character and identify ways they could improve it.

• Students will be able to recognize how their feelings affect them.

Materials:• Image: CharacterDare Image Set• Video: Mapping Emotions in the

Body (2:23)• Image: Body Mapping Emotions• Supplies: Paper and writing

utensil for each student

CharacterDare (5-7 minutes):• *Project Image: Previous CharacterDare.*

• Review the previous CharacterDare. In partnerships or small groups, have students discuss the previous Dare using the Truth or Dare format.

• *Project Image: Truth or Dare.* Є Truth: “What do you think about our most recent Dare?”

Є Do you like or dislike the Dare? Why? Є What was most difficult when considering this Dare? Є What do you think would happen if more people did

this CharacterDare? Є Dare: “Reflect on your experience with our most recent

Activity(7 minutes)

Activity(10-13 minutes)

Dare.” Є What did you learn about yourself

in attempting this CharacterDare? Є What did you learn about others in

attempting this CharacterDare?

• Ask for volunteers or randomly select some students to share their Truth or Dare reflections. Encourage them when appropriate and take advantage of any teachable moments, especially when a student shares a struggle. Remind your students that it is not about being perfect or completing every Dare. This process is about striving to improve our character with intentional practice. For some people, the challenge is simply in thinking about the CharacterDare and discussing it.

Discussion(2 minutes)

https://www.youtube.com/watch?v=cZP_I6NkQb4




• *Project Image: Current CharacterDare.*

• Introduce the current CharacterDare. Answer and clarify any questions about the Dare. Encourage students to modify the CharacterDare if it does not seem to specifically fit your school situation. If necessary, talk about ways you could increase or decrease the challenge of the CharacterDare.

Discussion - Emotional Intelligence Intro (2 minutes):• Say, “As we continue to learn about character development and social and emotional

skills through these lessons, one set of skills that we will continue to address is Emotional Intelligence.”

• Ask, “What skills do you feel someone who is ‘Emotionally Intelligent’ would have?” Є Have students turn and talk, writing down a list that they come up with

together. Є *After students have had time to brainstorm ask for responses from the

class and write different traits on the board from the discussion.*

• Say, “The five skills of Emotional Intelligence are Self-Awareness, Self-Regulation, Motivation, Empathy, and Social Skills.”

• Say, “Today we will be starting by focusing on Self-Awareness by specifically learning to recognize different emotions and how these emotions affect you.

• Say, “Self-Awareness is needed before we can get to Self-Regulation. When we don’t know what’s going on with our emotions it is really difficult to figure out what to do about them.”

Activity - Scenarios (7 minutes):• Say, “People will often say they did something bad because they felt a certain way.

While that may be true, it doesn’t have to be. Self-Awareness is about understanding that emotions may make us feel a certain way, yet how we act because of that emotion is more often a choice. The emotions we feel are not necessarily good or bad, they are just emotions. However, what we do because of our emotions and the choices we make can be good or bad.”

• Say, “Take out a piece of paper and something to write with. I’m going to share a few scenarios with you and I want you to think about how these situations would make you feel. I want you to just write down what emotion that situation would make you feel and what you would want to do because of it. I will call on a few folks to share.”



• Present a few of the following scenarios with brief pauses for students to write. After each pause, you can get a few students to share.

Є Someone said something rude and untrue about your family. Є A group member calls you out when you didn’t do your part of the project. Є Someone compliments you on a new outfit. Є The person you are crushing on asks if they can eat lunch with you. Є Someone praises you for something you didn’t do. Є A teacher wrongly accuses you of cheating on a test. Є You broke your family’s brand new microwave. Є A teacher catches you actually cheating on a test. Є Your team just won the league championship. Є A pet runs away from home.

• Say, “All of us may feel different things but the important part is for you to understand how you are feeling. That’s Self-Awareness.”

Activity - Emotional Mapping (10-13 minutes)• Say, “Right now I want you to pick any one of those situations I just shared and next

to the emotion, write down how it physically makes you feel. What happens with your body? What happens in your brain?”

Є Give students time to write and ask a few students to share their responses.

• Say, “Many times people say that an emotion is good or bad because of how it makes us physically feel. Scientists in Finland conducted an experiment to see how our emotions impact our physical being. Here’s a short video that shows what happens.”

• *Play Video: Mapping Emotions in the Body (2:23) *

• *Project Image: Body Mapping Emotions*

• Say, “This image from NPR shows the results from the heat mapping emotion study the video discussed. Find a group of three and share one thing that stands out about the image. Remember that reds are hot temperatures and blues are colds. What do you notice about where the heat is for different emotions?”

Є Give students time to share and ask a number of students to share their responses.

Є Teacher Note: Discussion can involve a lot of different noticings. Anger with heat in hands, shame with heat in cheeks (blushing), anxiety/fear heat in chest, etc.




• Say, “In your same groups, think about what you do because of these emotions. Use this sentence starter to get you going, ‘When I feel _______, it makes me want to _________.’ See how many different emotions you can fill in the blanks for.”

Є Give students time to share and ask a number of students to share their responses.

• Say, “Self-Awareness is all about identifying how we feel and what it makes us want to do. As we continue to learn about Emotional Intelligence in our CharacterStrong lessons we will talk about Self-Regulation, which is what we do about these emotions.”

Exit Intentionally (1 minute):• Say, “Emotions can get us into a number of tough situations if we act based solely on

how we feel. When we are able to recognize our emotions and understand how they make us feel, then we are better prepared to make choices based off of them. It’s not about trying to avoid being mad, but rather about how do we make better choices when we get mad.”

Objectives: Materials• Say, “The five skills of Emotional Intelligence are Self-Awareness,...

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